Science 2016/2017

2017 Green Science Portfolio

Directions: Open google Classroom and past the pages from the following proiects into this
document. Each assignment should begin on a NEW PAGE! I am excited to see all of your
work in one document! It should look really impressive because you have all worked extremely
hard this year!

Table of Contents:
1. Title Page

2. Survey Graph Conclusion

1. Data Table
2. Graph
3. Write a short conclusion of 5 sentences

seasons responses
fall
winter 6
summer 5
spring 9
3

In conclusion, I think that most people Like summer the best because you get a
long break from school go to the beach etc… But I am pretty surprised the fall
surpassed winter I would have thought that winter would have been second right
after summer. But​ i am n​ ot surprised that spring is last because it is when school
starts and the flowers start to bloom. But I thought that summer would be first on
the list because so many people like it. In conclusion most people enjoy summer
the most.

3. Experiment Presentation
Experiment Design

Presentation: Tuesday 9/6

Directions: Design and carry out an experiment from the list below. Present your findings to the
class on a google Presentation.

Your presentation must include the following:

1. Problem Statement
2. Hypothesis (If...then…)
3. Independent Variable (4 Levels of IV)
4. Dependent Variable
5. Control
6. Constants (2 or 3)
7. Data Table
8. Graph

Experiment Options:

1. Book Roll Experiment - Use pencils to reduce friction
2. Paper Towel Brands - Absorbency
3. Bouncing Ball (tennis ball, golf ball, …)
4. Balancing Lab (Levers) - Use the simulator to design an experiment.
https://phet.colorado.edu/sims/html/balancing-act/latest/balancing-act_en.html
5. Paper Airplane design - Design that most accurately hits a target

You will be asked to write a report/conclusion related to the data from
another group’s presentation.

4. Quiz: Scientific Method
QUIZ: Scientific Method

Directions: R​ ead the following description of an experiment and complete the
components of the scientific method.

Experiment:​ Mr. Smithers believes that a special compound could help his workers
produce more “widgets” in one week. The chemical supply store sent him 3 different
compounds to try on his 100 workers. The following are the chemicals:

A. Sodium chloride
B. Magnesium hydroxide
C. Calcium sulfate
D. Water

*Help Mr. Smithers design an effective experiment and write a conclusion that analyzes
your results.

Problem Statement
Mr. Smithers will give workers a special compound and the workers will produce more widgets
a week.

Question: what will happen if Mr. Smithers gave the workers the calcium sulfate?

Hypothesis

My​ hypothesis is that​ if Mr. Smithers give the compound to the workers if will make them work
faster the normal. But I don’t know which compound will work the best if my hypothesis is
correct.

Rewrite: If my Mr. Smithers gave the Calcium Sulfate to the workers then it will make the
workers work faster then normal.

Independent Variable

Sodium Chloride Magnesium C​ alcium sulfate Water
hydroxide

Dependent Variable The amount of widgets made
Workers without the compound

Constants​ (Pick 2)
Workers with compound

Control
The workers with the compound
Water

Basic Procedures​:

(List 5-8 steps)

1. Give some of the workers the compound and others just normal water
2. Start the time for them to start making widgets
3. At the end of the week see who made more widgets
4. Analyze the data
5. And compare to see which compound made the widgets the fastest
6. Share the data

Data Table:​ (Place data table here)

Compound widgets made

Sodium chloride 1678

Magnesium 2365
hydroxide

Calcium sulfate 3618

Water 1345

Graph:​ (Place graph here)

Conclusion:

In conclusion my hypothesis was right. Because I said that that the
compound will make the workers work faster but at that time I didn’t know
which compound would work the best. But know I know that the calcium
sulfate worked the best. It made the workers work at a tremendous rate and
just left all of the other workers in the dust. I think that Mr. Smithers will be
using the special compound on all of his workers from now on.

5. Density Lab Report

Density Experiment and Lab Report

Directions:

1. Identify the unknown metals using density. Follow the lab report
template.

2. Plan experiment with group.

○ Lab Template
○ Density Data Table
Critical Thinking:
1. How does density relate to Plate Tectonics?

2. How does density relate to Land/Sea Breezes?

3. How does Bone Density affect the health of a person?

*Density Calculations
Density Word Problems

6. Density Quiz

Density QUIZ

1. The scientist collected an object with a density of 6.4 g/cm3​ ​ and a
volume of 79 cm​3​. What is the mass of this object?

M = D•V
M = 6.4 • 79
M = 505.6g/ cm3

2. An irregularly shaped stone was lowered into a graduated cylinder

holding a volume of water equal​ to 50.0mL. The height of the water rose

to 68 mL. ​If the mass of the stone was 125.0g, what was its density?

D= M
V

D= 125.0g
50.0mL
D = 2.5g/m L3

3. A scientist had 350.0 grams of Gold (Au) and a 530.0 gram sample of
Silver on the lab table. Which metal would have a greater volume
(cm​3)​ ? Explain. ​*Show all work.

Gold Silver

V= M V= M
D D
350.0g 530.0g
V= 19.32cm V= 10.5cm

V = 18.115g/ cm3 V = 12.380g/ cm3

So it looks like gold will have a greater volume

Gold Silver

4. Explain why the Titanic sank after hitting the iceberg. Use data to
explain your answer.

The Titanic sank after hitting an iceberg because it iceberg tore a
hole in the ship and the density of the water overcame the density of the
boat and since the water filled the whole boat up with water it was just the
like water ate the boat because the boat and the water have each different
densities and the water filled up and made the mass greater for the boat
and the boats just sunk and got pulled to the bottom of the ocean under it’s
own weight.

7. Scientific Method Presentation
8. Phase Change of Water Lab

3. Activity: Phase Change of Water

Directions:
● Melt the ice water and record the temperatures every 30 seconds until you reach the
boiling point of water.
● Record the temperatures on the following data table:
​ ​Construct a graph of your results. *U​ se Link on Classroom
● Respond to the Critical Thinking Questions

Graph:

Critical Thinking Questions:

1. Why did the temperatures stay the same at 2 points during the lab?
At the melting is 0℃ point and boiling point 100℃.

2. How does this relate to the heat trapped in the atmosphere? Find a
diagram that illustrates this concept.

3. What is the role of energy during the phase changes?

4. Describe the motion of the molecules throughout the experiment.
5. How does the Average Kinetic Energy change throughout the experiment?
6. Suppose you had 200 mL of ice in one beaker and 400 mL of ice in another

beaker. Compare the following in the beakers after they have reached the
boiling point:
A. Heat Energy
B. Temperature
C. Average Kinetic Energy
D. Specific Heat
E. Latent Heat

9. Phase Change Lab Correct
10. Quiz: Phase Changes

QUIZ: Phase Changes

Directions: A​ nalyze the following data table with data collected by a scientist that wanted to
study how Heat Energy affects the Phase Changes of 2 different metals. Respond to the
questions below and perform all necessary calculations.

Data Table:

Metal Mass Heat of Melting Boiling Heat of Specific Heat
Fusion Pt.​ (C) Pt. ​(C) Vaporization Heat Energy
(cal/g) (cal/gC) (cal)
(cal/g)

Aluminum 65 g 95 660 2467 2500 0.21
Gold 65 g
15 1063 2800 377 0.03

Scientific Method (___ out of 4)
Independent Variable:

Heat energy

Dependent Variable:
Specific heat.

Constant:
Mass, melting point, boiling point

Control:
Melting point, boiling point.

Calculate Heat Energy: * SH

Apply the following Equations: Boiling Heat of
Heat = Mass * Heat of Fusion Pt. (​ C) Vaporization
Heat = Mass * Change in Temperature
Heat = Mass * Heat of Vaporization (cal/g)
Data Table:

Metal Mass Heat of Melting Specific Heat
Fusion Pt.​ (C) Heat Energy
(cal/g) (cal/gC) (cal)

Aluminum 65 g 95 660 2467 2500 0.21

Gold 65 g 15 1063 2800 377 0.03

*SHOW ALL MATH STEPS
Math Steps (____ out of 4)

A. Aluminum

Heat=Mass*Heat of Fusion
Heat=65g * 95
Heat=6175
Heat=Mass*Change in Temp*Spes Heat
Heat=65g * 1807 * 0.21
Heat=24,665.55
Heat=Mass*Heat of Vaporization
Heat=65 * 2500
Heat=162,500
B. Gold
Heat=Mass*Heat of Fusion
Heat=65 * 15
Heat=975
Heat=Mass* Change in Temp*Spes Heat
Heat=65 * 1737 * 0.03
Heat=3,387.15
Heat=Mass*Heat of Vaporization
Heat=65 * 377
Heat=24,505

Graph your results (____ out of 4):

Write a Conclusion (____ out of 4):

Questions:

1. How are Heat and Temperature different for the following pictures of​ ​boiling​ w​ ater?

Explain:​ (Hint: Use the Heat equation)

2. Water has a Specific Heat of 1.0 cal/gC and Gold has a Specific Heat of 0.03 cal/gC.
Use the data to explain the difference between their numbers.

11. Boiling Point and Elevation Presentation
12. Mass% Practice

Activity:​ Mass % Practice with Mixtures and Compounds

1. A scientist recorded the following data about a sample of rocks and sand:

37 grams of Large Rocks 75 grams of Fine Grained Sand
59 grams of Small Rocks 5 grams of Salt
125 grams of Coarse Grained Sand 25 grams of Copper (Cu)

2. D​ etermine the % of each component in this Heterogeneous Mixture and construct a pie
chart showing your results.

3. Data Table: Percentage
Component Mass 59 19.6
37 12.2
Small Rocks
5 1.5
Large Rocks
75 24.9
Salt
125 41.5
Fine Grained
Sand

Coarse
Grained Sand

4. Pie Chart:

5. Math Examples

1. 59 ÷ 301 x 100 = 19.6 ​2. 3​ 7 ÷ 301 x 100 = 12.2 ​3.​ 5​ ÷ 301 x 100 = 1.5 4​ . ​75 ÷ 301 x 100
= 24.9 5​ .​ ​125 ÷ 301 x 100 = 41.5

1. A second scientist recorded the following data about a different sample of rocks and
sand:

48 grams of Large Rocks 175 grams of Fine Grained Sand
78 grams of Small Rocks 2 grams of Salt
56 grams of Coarse Grained Sand 17 grams of Copper (Cu)

2. Determine the % of each component in this Heterogeneous Mixture and construct a pie
chart showing your results.

3. Data Table:

Component Mass Percentage
78 21.7
Small Rocks 48 13.3

Large Rocks 2 0.5

Salt 175 48.7

Fine Grained 56 15.5
Sand

Coarse
Grained Sand

4. Pie Chart:

5. Math Examples

1. 78​ ÷ 359 x 100 = 21.7 ​2.​ 48 ÷ 359 x 100 = 13.3 ​3. 2​ ÷ 359 x 100 = 0.5 ​4.​ 175 ÷ 359 x
100 = 48.7​ 5.​ 56 ÷ 359 x 100 = 15.5

1. A third scientist received a 250 gram sample of Silver Nitrate - ​AgNO​3

2. Chart for Mass % of a Compound

?

Questions:
1. How are the samples from these scientists different?
T​ hey have a different mass which has an effect on the percentage

2. How are Compounds different from Heterogeneous Mixtures? Provide evidence.

13. Quiz: Classifying Matter

QUIZ: Classifying Matter

I. Directions: ​Identify the following as either a Heterogeneous Mixture, Homogeneous Mixture,

Element or Compound. Write the following letters in Column B for your choices:

A. Heterogeneous

B. Homogeneous

C. Element

D. Compound

Column A Column B

Salad A

Copper B

Lemonade B

Rocks, sand, gravel A

Salt Water A

Gold A
Sodium Chloride (NaCl) B
Air A
K​2S​ O​4 B
Twix, snickers, pretzels, popcorn A

II. Directions:​ Determine the Mass % of each mixture and construct the appropriate graphs.

Mixture A Mass (g) %

Large Rocks 125 51.86%

Small Rocks 75 29.46%

Coarse Sand 32 13.27%

Iron 9 3.7%

Mixture B Mass (g) %
Large Rocks 205 52.69%
Small Rocks 58 14.91%
Coarse Sand 97 24.93%
Iron 29
7.4%

Calculation Examples ​(Provide 2 Examples showing how you determined the Mass %)

Mixture A
1. Large Rocks:​ 125 ÷ 241 x 100 = 51.86%
2. Small Rocks:​ 75 ÷ 241 x 100 = 29.46%

Mixture B
1. Large Rocks: ​205 ÷ 389 x 100 = 52.69%
2. Small Rocks: ​58 ÷ 389 x 100 = 14.91%

Graphs:
Mixture A

Mixture B

Part III.​ Determine the Mass % of Elements in each Compound:

K​2​SO​4​ - Potassium Sulfate
1. Potassium:​ 39.09 ÷ 87.14 x 100 = 44.85%
2. Sulfur:​ 32.06 ÷ 87.14 x 100 = 36.79%
3. Oxygen: 1​ 5.99 ÷ 87.14 x 100 = 18.34%

Na​3P​ O​4​ - Sodium Phosphate
1. Sodium:​ 22.98 ÷ 69.94 x 100 = 32.85%
2. Phosphorus:​ 30.97 ÷ 69.94 x 100 = 44.28%
3. Oxygen:​ 15.99 ÷ 69.94 x 100 = 22.86%

IV. Conclusion: E​ xplain the difference between Mixtures and Compounds using data. Compare
the pie charts.
The difference between the mixtures is that Mixture B has a larger mass. And that has a BIG
effect on the mass % of all of the components.

Bonus:
Explain how you separated the Salt from the Sand. Use as much new vocabulary as you can.

14. Quiz: Solubility

QUIZ: Solubility
Directions: Use the Solubility Graph to answer the following questions.
Graph

I. Solubility Graph

Questions:
1. What is the Solubility of KClO3​ ​ at 40 C?
18 grams of solute
2. What is the Solubility of NH4​ C​ l at 70 C?
60 grams solute
3. What Temperature would 80 grams of KNO3​ ​ completely dissolve and become saturated?
50 C
4. Suppose you have 120 grams of NaNO3​ ​at 30 C. Is the solution Unsaturated, Saturated or
Supersaturated and how many grams can you add/or take away to make it Saturated?
Supersaturated. You would have to take out ab​out 78 grams to​ make it saturated
5. Suppose you have 120 grams of NaNO​3​ at 30 C. What could you do to the Beaker to make
the solution Saturated? (Use Data from graph here)

You could add more water to the beaker, or you could turn the heat up quite a bit. And if you
choose to turn up the heat to 60 C.

6. Suppose you have 70 grams of KNO​3​ at 60 C. Is the solution Unsaturated, Saturated or
SuperSaturated and how many grams can you add/or take away to make it Saturated?

Unsaturated. You would have to add 30 grams of solute to

7. Suppose you have 70 grams of KNO​3​ at 60 C. What could you do to the Beaker to make the
solution Saturated? (Use Data from graph here).

You could take out some water or you could turn down the heat a bit. And you would turn
down the heat to about 20 C

II. Soluble vs. Insoluble
Directions: ​Use your Solubility Rules Chart to determine if the following compounds are Soluble
or Insoluble.

Compound Soluble or Insoluble Identify the Rule # Used

Sodium chloride Soluble I used rules #1 And #3

Silver nitrate Soluble I used rules #3 And #4

Ammonium nitrate Soluble I used rules #1 And #2

Calcium carbonate Insoluble I used rules #6 And #8

Zinc sulfide Insoluble I used rule #7

AgCl Insoluble I used rules #3 And #4
Na2​ ​SO​4 Soluble I used rules #5 and #1
Calcium phosphate Insoluble
PbBr2​ Insoluble I used rule #10
I used rule #3

III. Use your Solubility Rules to Determine how the beaker would look in the following chemical
reactions:

Reaction #1

Potassium Chloride + Silver Nitrate →

+1 -1 +1 -1

Ions K Cl Ag ​ N O3

Reaction KCL AgN o3
S
S

Reaction #2

Lithium Phosphate + Calcium Sulfate
+1 3- +2 -2

Ions Li PO Ca SO
4 4

Reaction Li PO CaSO
-3 4 4
S
I

IV. Conclusion:
Write a conclusion explaining the results of one of the reaction. You should focus on the
appearance of the final​ beaker. Your conclusion should also discuss the % of Oxygen between
2 of the compounds in the same reaction.

In conclusion, the second reaction will have some calcium and some sulfate at the
bottom that will never go away because Calcium Sulfate is insoluble. But you WILL have some
Lithium Ions and Phosphate Ions floating around in the water because Lithium Phosphate is
soluble. And that when the chemical reaction occurs then the compounds Ions mix together
making Calcium Phosphate and Lithium Sulfate. And that is called a chemical reaction.

V. W​ hat is wrong with the fol​lowing formula: ​ (PO​4​)​2N​ a

15. #3 Activity: Conservation of Mass
#3 Activity: Conservation of Mass Investigation

Question:

Are the masses of baking soda and vinegar conserved when I mix them together in an open
system?

Background:

Scientific observations reveal that matter cannot be created or destroyed. Since the late
1700’s, chemists have used this observation to help them understand what happens during a chemical
reaction. Originally, for example, scientists observed the products of burning substances and concluded
that everything burnable contained a material called “flame stuff,” which was lost in the fire and ashes.
One scientist found that the ashes sometimes had more than the original substance. Did the burning create
matter? He correctly hypothesized that the burning substance combined with a reactant in the air.
Experiments showed that the reactant was oxygen. In this experiment you will attempt to show that the
mass of the reactants in a chemical reaction equals the total mass of the products.

Problem Statement:
What is the relationship between the mass of the reactants and the mass of the products in the
following chemical equation?
Hypothesis:

Reaction: ___CO​2

___CH3​ ​COOH + ___NaHCO3​ ​ →​ ​ ___NaOOCCH​3​ + ___H2​ 0​ +

(Acetic acid) (Sodium bicarbonate) (Sodium acetate) (water) (carbon dioxide)

____ g _____g ________________ g _____ g

12 3 4

Formula weights

Reactants Products

Procedures:

1. Obtain the mass of the empty flask. R​ ecord

2. Obtain the mass of the empty balloon. R​ ecord

3. Place 60 ml of acetic acid in the flask. (Use graduated cylinder)

4. Determine the mass of the acetic acid by obtaining the mass of the flask and acid

together and subtracting the original mass. ​Record

5. Using techniques learned during previous lessons, place 5 grams of Sodium bicarbonate

in the balloon.

6. Secure balloon containing the Sodium bicarbonate over the flask opening and mix the

two substances.

7. After the products have formed, remove the balloon and tie it off safely.

8. Measure the mass of the glass flask. RECORD #3 Sodium Acetate and Water

9. Subtract #3 from the Mass of the Reactants (1 +2). This is the mass of the CO2 in the

balloon.

10. Try to find the mass of the CO2 in the balloon on the balance.

11. How does the mass of the CO2 differ using the 2 different methods? Why are they

different?

12. Perform the %error calculation.

Chart:

Object Mass

Error calculation:
((mass​products​ - mass​reactants)​ / massr​ eactants​) * 100 = % error

((______ g - _____ g) / ______ g) * 100 = _______​ % error

Critical Thinking Questions

1. Identify the Reactants
2. Identify the Products
3. Why were no new elements produced?
4. Construct a graph ​showing the mass of the elements on the reactants and products.
5. Write a conclusion based on the Law of Conservation of Mass. Use evidence from the

lab in the form of actual Mass (grams) and molecular mass (amu).

● Purpose
● Hypothesis correct?
● Data for support
● Improvements to lab
● In conclusion
● Use transition words

16. Isotope Essay

Activity:​ ​Determine which fossil is older

Film: ​https://classroom.google.com/c/MTYzNTIyMzU3MFpa

Betancourtium Isotope

0 100
2300 50
4600 25
6900 12.5
9200 6.25
11,500 3.125
13,800 1.06
16,100 .5
18,400 .25
20,700 .125
23,000 0

Cabrerianite 100
0 50
25
1500 12.5
3000 6.25
4500 3.125
6000 1.06
7500 .5
9000 .25
10,500 .125
12,000 0
13,500
15,000

Graphs:

Write an Essay that explains which fossil is older:

Fossil A
40% of Betancourtium remaining

Fossil B
35% of Cabrerianite remaining

I found that Fossil B was the oldest because it was the one that had less there
and not as much of it left as the other one was. Because fossil B was only 35%
and A was 40%. So if Fossil A has 35% remaining and has been in the ground for
around 3750 years. But Fossil A was at 40% and in the ground for around 3450
years. So that means that if fossil B would has less remaining, and has been in
the ground for longer. Than that means that it would be older.

17. Chemical Formulas I and II Lab
18. Chemistry I Review
19. Atomic Structure: Google Form (Jan.5)
20. Velocity Project

Velocity Project

Due: Thursday February 23

1. Define the following terms:

Motion: ​The action of being Speed: T​ he rate in which Position: A​ place where

moved someone or something can something is placed.

move at.

Distance: T​ he amount of Acceleration: A​ vehicle's Terminal Velocity: ​The
space between 2 objects. capacity to gain speed. constant speed that a
freely falling object
eventually reaches when
the resistance of the
medium through which it is
falling prevents further
acceleration.

Time: T​ he indefinite Initial Velocity: ​The Displacement: M​ oving
something from one place
continued progress of beginning speed of
to another.
existence and events in the something.

past, present, and future

regarded as a whole.

Velocity:​ The speed of Final Velocity: T​ he ending Key Metric units: ​The way

something in a given speed of something. something is recorded.
direction.

2. What is the difference between Speed and Velocity? Explain using an example
in your own words.

Velocity: is how fast something can move in a specific direction.
Speed: is how fast or slow something is moving.

Ex. Velocity:
A race car is going fast, but also has to go in a specific

direction.
Ex. Speed:
A person is going fast but can go anywhere they want.

3. Pick 2 cities (minimum 500 miles apart) in the United States or world and
construct a data table and graph showing the amount of hours that it would take
to travel between the 2 cities with the following modes of transportation:

A. Fastest Runner
B. Model T Ford
C. Hindenberg
D. Tesla top speed
E. Fastest train
F. F35 Fighter Jet
G. Vehicle of your choice

A. D / V x T = 6,713 / 28 x 60 = 14385 hours.

B. D / V x T = 6,713 / 87 x 60 = 4629.6 hours.

C. D / V x T = 6,713 / 1,200 x 60 = 335.65 hours.

*Provide a map showing your cities
*Show Detailed Math Steps

4. What would like to see in this city when you arrive? What tourist attraction?
What would you like to eat in this city? What is the basic history of this city?

The Sensoji Temple, the K​ iyomizudera, and the Kyoto Rail

5. Determine and graph an 18% increase in Velocity for each vehicle - Show how
the Times would be affected by the increase in speed.
*Include pictures and brief description of each mode of transportation

A. 79916.6 hours.
B. 25720 hours.
C. 1864.72 hours.

6. Use a math calculation to show how long it would take the F 35 Fighter Jet to
get to

A. Sun
B. Saturn
C. Neptune

A. D / V x T = 92,960,000 / 1,200 x 60 = 4648000 hours.
B. D / V x T = 888,200,000 / 1,200 x 60 = 44410000 hours
C. D / V x T = 2,700,000,000 / 1,200 x 60 = 1350000000

hours

(Use scientific notation)

EXAMPLE:
T=D/V
T=1500/300
T= 5 hours.

21. Velocity Worksheet Word Problems
22. Acceleration Worksheet

Acceleration Worksheet. Names: Max D, Tyler V
14.2 Acceleration Date: 3/1/17

Acceleration is the rate of change in the speed of an object. To determine the rate of acceleration,
you use the formula below. The units for acceleration are meters per second per second or m/s2.

A positive value for acceleration shows speeding up, and negative value for acceleration shows
slowing down. Slowing down is also called ​deceleration.​

The acceleration formula can be rearranged to solve for other variables such as final speed (v​ ​2)
and time (​t​).

EXAMPLES

1. A skater increases her velocity from 2.0 m/s to 10.0 m/s in 3.0 seconds. What is the skater’s
acceleration?

Looking for Solution
Acceleration of the skater

The acceleration of the skater is 2.7 meters per
second per second.

Given
Beginning speed = 2.0 m/s
Final speed = 10.0 m/s
Change in time = 3 seconds

Relationship

2. A car accelerates at a rate of 3.0 m/s2. If its original speed is 8.0 m/s, how many seconds will it
take the car to reach a final speed of 25.0 m/s?

Looking for Solution
The time to reach the final speed.

`
The time for the car to reach its final speed is 5.7

seconds.

Given
Beginning speed = 8.0 m/s; Final speed = 25.0 m/s
Acceleration = 3.0 m/s2
Relationship

1. While traveling along a highway a driver slows from 24 m/s to 15 m/s in 12 seconds. What is the
automobile’s acceleration? (Remember that a negative value indicates a slowing down or
deceleration.)

A = (V2 - V1)/T2

A = (15 m/s - 24 m/s)/12 Sec.

A = -9 m/s/12 sec.

A = -.75

2. A parachute on a racing dragster opens and changes the speed of the car from 85 m/s to 45 m/s in
a period of 4.5 seconds. What is the acceleration of the dragster?

8.89m

3. The table below includes data for a ball rolling down a hill. Fill in the missing data values in the
table and determine the acceleration of the rolling ball.

Time (seconds) Speed (km/h)

0 (start) 0 (start)

23

46

69

8 12

10 15

Acceleration =

4. A car traveling at a speed of 30.0 m/s encounters an emergency and comes to a complete stop.
How much time will it take for the car to stop if it decelerates at -4.0 m/s2?

T=v2-v1/A T=-30m/s/-4m/s2 T=7.5m/s2

5. If a car can go from 0 to 60 mi/hr in 8.0 seconds, what would be its final speed after 5.0 seconds
if its starting speed were 50 mi/hr?

6. A cart rolling down an incline for 5.0 seconds has an acceleration of 4.0 m/s2. If the cart has a
beginning speed of 2.0 m/s, what is its final speed?

7. A helicopter’s speed increases from 25 m/s to 60 m/s in 5 seconds. What is the acceleration of
this helicopter?

8. As she climbs a hill, a cyclist slows down from 25 mi/hr to 6 mi/hr in 10 seconds. What is her
deceleration?

9. A motorcycle traveling at 25 m/s accelerates at a rate of 7.0 m/s2 for 6.0 seconds. What is the
final speed of the motorcycle?

10. A car starting from rest accelerates at a rate of 8.0 m/s/s. What is its final speed at the end of 4.0
seconds?

11. After traveling for 6.0 seconds, a runner reaches a speed of 10 m/s. What is the runner’s
acceleration?

12. A cyclist accelerates at a rate of 7.0 m/s2. How long will it take the cyclist to reach a speed of 18
m/s?

13. A skateboarder traveling at 7.0 meters per second rolls to a stop at the top of a ramp in 3.0
seconds. What is the skateboarder’s acceleration?

Article Reflection:

https://www.sciencenews.org/article/gravity-waves-black-holes-verify-einsteins-prediction?tgt=n
r

Write a 5 sentence reflection related to the article. Use evidence from the article.

23. Quiz: Motion
24. GPE Project

Potential Energy Project
Due: Friday 3/17

Define and make note cards for the following words:

Energy: p​ ower  Joules: ​the SI unit of  Chemical Potential Law of Conservation
derived from the  work or energy, equal 
utilization of  to the work done by a  Energy: ​In  of Energy: ​the total 
physical or  force of one newton 
chemical  when its point of  thermodynamics,  energy of an isolated 
resources,  application moves 
especially to  one meter in the  chemical potential,  system remains 
provide light and  direction of action of 
heat or to work  the force, equivalent  also known as partial  constant it is said to 
machines. to one 3600th of a 
watt-hour. molar free energy, is  be conserved over 

a form of potential  time. Energy can 

energy that can be  neither be created 

absorbed or released  nor destroyed; rather, 

during a chemical  it transforms from 

reaction or phase  one form to another.

transition. 

Kinetic Energy: Kilojoules: ​Energy in  Elastic Potential Gravity: ​ the force that 
energy that a body food and drinks is 
possesses by virtue measured by the  Energy: ​stored as a  attracts a body 
of being in motion. number of kJ 
(kilojoules) it  result of deformation  toward the center of 
provides. kJ are 
similar to Calories: 1  of an ​elastic ​ object,  the earth, or toward 
kJ = 0.2 Calories, 1 
Calorie = 4.2 kJs. such as the  any other physical 

stretching of a  body having mass. 

spring. It is equal to  For most purposes 

the work done to  Newton's laws of 

stretch the spring,  gravity apply, with 

which depends upon  minor modifications 

the spring constant k  to take the general 

as well as the  theory of relativity 

distance stretched.  into account.  

Potential Energy: Gravitational Potential Mechanical Energy:
the energy
possessed by a body Energy: ​The equation  Mechanical energy is 

for gravitational  the sum of kinetic 

by virtue of its potential energy is  and potential energy 
position relative to GPE = mgh, where m  in an object that is 
others, stresses is the mass in  used to do work. In 
within itself, electric kilograms, g is the  other words, it is 
charge, and other acceleration due to  energy in an object 
factors. gravity (9.8 on Earth),  due to its motion or 
and h is the height  position, or both. 
above the ground in 
meters. 

All terms here
https://quizlet.com/194710149/science-gpe-terms-flash-cards/?new

Resource: ​http://www.physicsclassroom.com/class/energy/Lesson-1/Potential-Energy

Gravitational Potential Energy

Determine the Gravitational Potential Energy (GPE) of 3 different masses (g) at 3

Me

PEg=mgh
PEg=(40.8 kg * 9.807 M /S2 * 8,850 meters)

PEg= 3541111.56 J
3.54 X 106​
3540000

Shark

PEg=mgh
PEg=(1088.6 kg * 9.807 M /S2 * 8,850 meters)

PEg= 94481716.77 J
9.45 X 107​ ​ J
94500000

Blue Whale

PEg=mgh
PEg=(136077.7 kg * 9.807 M /S2 * 8,850 meters)
PEg= 11810448934.5 J
1.18 X 10​10​ J
11800000000

different ​heights.
3 objects: You, gallon of milk, television (research the masses)
* 2.2 lbs = 1 kg
Me-43 kg

Data Table:
Your data table will need: Object, mass, gravity, height, GPE

Videos: ​http://www.youtube.com/watch?v=x5JeLiSBqQY
*Video shows you how to use the GPE equation.

Determine the GPE of one of the masses on the following planets:
“Kotulskian” - 17% greater than Earth’s Gravity
9.8 m/s2 * 0.17 + 9.8 =
“Danuzzitopia” - 39% less than Earth’s Gravity
9.8 m/s2 * 0.39 =
9.8 m/s2 + =
“Carlucciville” - 82% greater than Earth’s Gravity
“Cheshire” - 63% less than Earth’s Gravity

Calculations:
Change the names below

A. Planet Kotulskian​:
PEg=mgh

PEg=(40.8 kg * 11.466 * 8,850 meters)

PEg= 4​ 140143.28 J

B. Planet D​ anuzzitopia​:
PEg=mgh

PEg=(40.8 kg * 5.9 * 8,850 meters)

PEg= 2130372 J

C. Planet ​Carlucciville:​
PEg=mgh

PEg=(40.8 * 17.836 * 8,850 meters)

PEg= 644222.88 J GPE
D. Planet C​ heshire​:
4140143.28 J
PEg=mgh 2130372 J
644222.88 J
PEg=(40.8 * 3.6 * 8,850 meters) 1299888 J
PEg= 1299888 J

Data Table:

Planet Names

Kotulskian
Danuzzitopia
Carlucciville
Cheshire

Graph:

Critical Thinking Questions:
1. What factors affect Gravitational Potential Energy?
The factors that affect an object's gravitational potential energy are its height

relative to some reference point, its mass, and the strength of the gravitational field it is in.
2. Why did the GPE change on the other planets?
Because other planets don’t have the same size, mass, and the same gravity.
3. Which planet would you be able to hit a golf ball further? Explain using data.
You would be able to hit the ball the farthest on the planet Kotulskian because

there is the highest about of of Joules on planet Kotulskian.
4. How does GPE relate to Chemical Potential Energy?
GPE as gravitational potential energy. PE is more general potential energy so

might include such things as elastic or strain (potential) energy in a stretched spring and
Chemical (Potential) energy in a cell.

5. How do Energy companies use GPE to generate Electrical Energy? Give an example
Like a windmill, Using the wind to push gears to power someones generator or

someone's lights, or something like that.
6. What happens to the GPE when the object falls to the ground? Describe the Energy
transformations along the way. Use a diagram.
The object is falling, and the longer it falls the more GPE it gains, and the faster

the object falls and the warmer it gets, because just like an object falling from space by the time
it has reached the ground it is most likely on fire, and moving a very fast speed.

Worksheet 1:
http://glencoe.mheducation.com/sites/0078600510/student_view0/unit1/chapter4/math_practice_2.html

Done.
Worksheet 2:​ ​http://go.hrw.com/resources/go_sc/ssp/HK1MSW65.PDF

25. KE Project

Kinetic Energy Project

Objective: ​7.1.b. Energy can be stored in many forms and can be
transformed into the energy of motion.

Problem Statement:

1. Design an experiment to test how changing the angle of a ramp affects Kinetic
Energy?

2. What is the velocity of a roller coaster at the bottom of the hill?

Hypothesis:
If The ramp is the higher Than it will have more kinetic energy.

Independent Variable:
The angle of the ramp.

Dependent Variable:
The velocity

*Use the following angles: 8, 18, 28
Sin * deg * opp/hyp
120 x .13917= x/120 cm x120
Example:​ S​ uppose you want to make a ramp with a 23 degree angle. Look up 23

degrees on the Angle Chart and find the sine (decimal).
Sin 23 = 0.39
Substitute Sin 23 with 0.39

0.39 = opposite
hypotenuse

0.39 = opposite (height of ramp)
180 cm

solve for opposite (height of ramp)

*​Angle Chart

Sin 28= opp/hyp

.47=opp/hyp
.47=x/122cm

57.34=x
(33kg)(9.8m/s2​ ​)(.5734)=.5(33kg)v2​
185.4/16.5=v2​
11.24=v2​

3.35m/s=v

v=d/t

v=1.22m/.78s
v= 1.6m/s

Sin 18 = opp/hyp

.30=opp/hyp
.30=x/122cm
36.6=X
(33g)(9.8m/s​2​)(.3660)=.5(33G)V​2
108.7=16.5V2​
108.7/16.5=v​2
6.5=v2​
2.55=v
v=d-t
v=1.22m/1.10s
v=1.1m/s

Sin 8 = opp/hyp

.14= opp/hyp
.14= X/122cm
17.08=X
(33g)(9.8m/s​2)​ (.1708 m)=.5(33g)v​2

55.23=16.5v
55.23/16.5=v2​
3.35=v​2
1.8m/s=V
v=d/t
v=1.22/1.8s
v= .7 m/s

*Include diagrams of the 3 Angles

*Include math examples for determining the angles and KE.

Video Resources:
1. How to solve KE problems: ​https://www.youtube.com/watch?v=tryiwu4RhSM
2. PE/KE: ​https://www.youtube.com/watch?v=Je8nT93dxGg
3. PE/KE: ​https://www.youtube.com/watch?v=BSWl_Zj-CZs
4. PE/KE: h​ ttps://www.youtube.com/watch?v=7K4V0NvUxRg

Data Analysis - W​ rite your data analysis paragraph here

In conclusion, the purpose of the experiment was to determine the velocity of three different
angles.Our group found that our hypothesis was wrong. When we tested the different angles, the
greater angles caused the velocities to increase. From this experiment we learned that the height of
the angle greatly impacts the velocity.

Data Analysis Rubric (Self Evaluate) 34
Lab Rubric - Data Analysis Sections

12

Data/ ____Data is poorly ____Data is ____Data is ___Data is clearly
Observations organized or missing represented in a represented in the and accurately
altogether. table or graph, but table or graph with represented in a
No mention of it is incomplete or minor errors. More table or graph.
observations there are major complete discussion Observations
errors. Some of observations. include discussion
discussion of of both qualitative
observations and quantitative
observations.

Conclusion/ ____No conclusion is ____Somewhat ____Adequately ____Clearly explains
Analysis written in this report or it explains whether or explains whether or whether or not the
is very brief. No data is not the hypothesis not the hypothesis hypothesis was
cited. was supported. was supported. supported. Data
____No analysis is ____ Possible Data is cited to was cited to support
included or it is extremely sources of error are support hypothesis. the hypothesis.
brief no sources of error somewhat ____Possible ____Possible
are explained. explained. sources of error are sources of error are
____No discussion of ____ No discussion adequately clearly explained.
patterns or trends in the of patterns or explained.
data trends ____Some ____Trends and
discussion of Patterns in the data
patterns or trend in are clearly
the data discussed.

Self Evaluate Self Evaluate Score (1-4)
Category

Scientific Method

-Hypothesis
-Identify the variables

Math Examples

-Angle steps shown
-KE steps shown

Graph

-Accurate
-Informative

Data Analysis

-Hypothesis correct?
-Support for hypothesis
-Transition words

Reading
Comprehension

-Article questions

Article: E​ veryday Energy

Read the article and answer the questions.

FINAL PART - Roller Coaster Physics

Objective:
1. When energy is transformed, the total amount of energy stays constant (is conserved).
2. Work is done to lift an object, giving it gravitational potential energy (weight x height). The
gravitational potential energy of an object moving down a hill is transformed into kinetic
energy as it moves, reaching maximum kinetic energy at the bottom of the hill.

Determine the velocity of a full roller coaster of riders at the bottom of the largest hill. You can
use the following roller coasters:
Watch these Videos for help:
http://www.youtube.com/watch?v=Je8nT93dxGg
http://www.youtube.com/watch?v=iYEWIuQBVyg

Use either:

GPE​top​ = KE​bottom

1. Cyclone - Coney Island
Height of largest hill -
Mass of Coaster/number of riders -
Velocity at Bottom of Hill in m/s -

2. Pick your own coaster
Height of largest hill
Mass of Coaster/number of riders
Velocity at Bottom of Hill in m/s -

*Write about your results in a paragraph.

More resources:
http://www.youtube.com/watch?v=BSWl_Zj-CZs
Kinetic and Potential Energy

http://www.youtube.com/watch?v=7K4V0NvUxRg
Kinetic and Potential Energy

http://www.youtube.com/watch?v=btLU2lb3-xs
Bill Nye

http://www.youtube.com/watch?v=-dpBVtAbKJU
Roller Coasters

http://www.youtube.com/watch?v=iYEWIuQBVyg

26. Inclined Plane Project
Inclined Plane Project

Due: April 19, 2017
1. Define the following vocabulary: Use pgs. 124 - 153

Simple​ M​ achine​ - Mechanical Work​ -​ using a Input​ ​Force​ -​ work
any of the basic Advantage​ -​ the force to move an input of a machine
mechanical ratio of the force object a distance is equal to the effort
devices for produced by a (when both the force times the
applying a force, machine to the force and the distance over
such as an inclined force applied to it, motion of the object which the effort
plane, wedge, or used in assessing are in the same force is exerted.
lever. the performance of direction)
a machine.

Compound Ideal​ ​Mechanical Power​ -​ Power is Output​ D​ istance​ -
Machine​ ​- A Advantage​ -​ is a the rate (energy number of times
machine consisting amount per time that a machine
measure of the period) at which increases an input
of two or more
force amplification

simple machines achieved by using a work is done or force.
operating together, tool,mechanical energy converted
as a wheelbarrow device or machine
consisting of a system
lever, axle, and
wheel.

Efficiency​ - T​ he Actual​ ​Mechanical Input​ ​Distance​ - Output​ F​ orce​ -
ratio of the energy Advantage​ - ​is the device that number of times
delivered (or work force that a changes a force, that a machine
done) by a machine machine can make work easier, increases an input
to the energy multiply while by changing size of force
needed (or work subtracting losses force needed, the
required) in from the machine direction of a force,
operating the having to overcome or distance over
machine friction which a force acts

First Class Lever​ - Second Class Lever Third Class Lever​ - Energy​ - t​ he ability
Fulcrum in the The effort is applied has its applied to do work
middle: the effort is to the handles, the force situated
applied on one side axle of the wheel between the load
of the fulcrum and acts as the fulcrum and fulcrum
the resistance (or or pivot point, and
load) on the other the load is found in
side, for example, a the middle.
seesaw, a crowbar
or a pair of scissors.

Block​ a​ nd​ T​ ackle Fixed​ ​Pulley​ - Movable​ P​ ulley​ - a​
Pulley​ -​ is a system changes the pulley that is free to
of two or more direction of the move up and down,
force on a rope or and is attached to
pulleys with a rope belt that moves a ceiling or other
along its object by two
or cable threaded circumference lengths of the same
rope
between them,

usually used to lift

or pull heavy loads

2. Experiment: How does the angle of an inclined plane affect:
A. Ideal Mechanical Advantage The smaller angle, the bigger the IMA is going to be
B. Actual Mechanical Advantage
C. Efficiency
*Think about the scientific Method
DATA TABLE

***Why is the Actual Mechanical Advantage always less than the Ideal Mechanical

Conclusion:

In conclusion, the data proved that the IMA is always more than the AMA in all
three angles. This is because the distance has to be larger than the force used. Our
data table had angle a with a IMA of 2.6 and a AMA of 1.8. Angle b had an IMA is 1.9
and a AMA of 1.5. Finally angle c has a IMA of 2.2 and an AMA of 1.7. The output force
stayed constant for the all three angles. The output distance was the same for all three
because it was the same distance that we had to measure for the three different angles.
Since the formula is W=FD then the output work was 4.6 joules because it is the
distance (.46 meters) times the force (10 newtons). After we found both the output force
and the input force we were able to find the efficiency. The efficiency shows the best
used angle for the object to be moved on. After finding the efficiency for all three we
determined that the best angle for the job was angle b, or 31.5 degrees. In closing, the
best angle for bringing the object up the ramp is angle b.

*Write your OWN CONCLUSION HERE!

3. Critical Thinking (Include in Presentation):
A. How much WORK would be done to lift a 350 kg Piano to the top of the Empire State
Building using a ramp with an angle of 35 degrees?

1. What is the length of the ramp to the top of the Empire State Building?

Sin-35 = 443.2 meters/x
X = 836.35 meters

2. Suppose the Ideal Mechanical Advantage is 3.2

a2​ +​ b2​ =​ c​2
443.22​ ​ + b2​ ​ = 836.32​2
196,426.24 + b​2​ = 699,431.1424
b2​ ​ = 503,004.9024
b = 709.2 meters

3. The Actual Mechanical Advantage (AMA) is 2.5

2.5 = 3432
x

3,432/2.5 = x

1,372.8 = x

Force output is 1,372.8 newtons * distance 443.2 m = 608,424.96 joules

Force input is 3,432 newtons * distance 836.35 m = 2,870,353.2 joules

4. What is the Efficiency of this Machine?

608,424.96 joules/2,870,353.2 joules = 21%

5. Provide a diagram of this example.

4. Explain how the Ideal Mechanical Advantage and Actual Mechanical Advantage is
determined for the following simple machines:

A. Inclined Plane -
IMA is determined by the input force and input distance. AMA is the output force and
output distance.
B. Lever -
to find the IMA use the effort distance from fulcrum and the resistance distance from the
fulcrum. AMA is the resistance force and effort force.

C. Pulleys -
to find the IMA use force of object and the number of ropes.
D. Wheel and Axle -
IMA is radius of wheel and radius of axle or diameter of wheel and diameter of axle.

5. Complete the Following Worksheet:
Worksheet 2
Effort Force = Input Force
Resistance Force = Output Force

4a.​ 24 meters/5 meters = 4.8 m
4b.​ 18 meters/4 meters = 4.5
5b​. 325 newtons/20 newtons = 16.25 joules
6a​. AMA = 783 newtons/150 newtons = 5.22 joules
IMA = 12 meters/2 meters = 6
Efficiency = 5.22 newtons/6 = 87%
7b.​ 24 meters/30 meters = 0.8
7c.​ 15 meters/7 meters = 2.14
8a​. 597 newtons/75 newtons = 7.96 joules
8b.​ 128 newtons/55 newtons = 2.3 joules

27. Quiz: Inclined Plane
QUIZ: Inclined Plane

Directions: ​Analyze the Inclined Plane Data Table that is shared on
Classroom and determine which machine has the greatest Actual
Mechanical Advantage (AMA).
Problem Statement:
How does the angle of an inclined plane affect the Mechanical